Instruction & Orientation Dashboard

• Distinguish between types of information resources and how these resources meet the needs of different levels of scholarship and different academic disciplines. 
• Conceptualize an effective research strategy and then collect, interpret, evaluate and cite evidence in written and oral communication.

 from Rhetorical Arts Defining Characteristics 2012

• Director of Core Curriculum (Mairead Sullivan)
• Core Coordinator (Jaedyn Baker)
• Instructors
  • Rhetorical Arts Fellows, English Faculty, Communication Studies Faculty, and Graduate English Students

Rhetorical Arts Statistics 2024-25

• Rhetorical Arts = 96 sessions to 1,754 students
  •  Library Instruction is required
  •  100% of all Rhetorical classes visited the library
  • There were 96 Rhetorical Arts classes.
  • 72% taught in person, 28% taught online (69/27)
  • New – Rhetorical Arts in Spanish

Teaching Scripts

Instruction Recordings

Direct Assessment of Library Instruction

Evaluating Sources - RADAR Challenge - Score Data

• Spring 2025
• Spring 2023
• Fall 2022
• Spring 2022
• Fall 2021

Evaluating Sources - AI

• AI + Ethics Scenario 2024-25

Finding Sources 

• Google Forms 2018 Report
  • Rubric
• Google Forms 2016 Report

Annotated Bibilographies - Student Work (Direct Assessment of Information Literacy)

• RA 100 Student Annotated Bibliography Papers Graded- Report (2013-2014)
• Rubric: Annotated Bibliography - Office of Assessment  (slides 14-16)
  • Revised Rubric
• Rubric: Research Exploration worksheet?

Indirect Assessment of Library Instruction

Survey Results 

• Survey Results: RA Instructors 2025
• Survey Results: RA Instructors 2017
• Survey Results: RA students and Instructors 2015
• Survey Results: RA students and Instructors 2014

Survey Instruments 

• RA Instructor Survey 2025
• RA Instructor Survey 2017
• RA Student Survey 2015
• RA Instructor Survey 2015
• RA Student Survey 2014
• RA Instructor Survey 2014

1 Minute Feedback 

• Survey
• Results 2025

Librarian Evaluation

(organized by date)

Acosta, E. S. (2025). Ethics and AI: Making the Discussion Visible. CCLI.

Aguilar, D., Acosta, E.S., Archambault, S.G., & Weiss, A. (2021, April). Jumping into the virtual deep end: Real world lessons of how we moved F2F instruction online [Poster presentation]. ACRL Distance and Online Learning Virtual Poster Session.

Wen-Paloutzian, R., and Poladian, L. (2021, April). Hands on with Padlet: Creating a virtual interactive space with archives for instruction and beyond [Conference presentation]. Society of California Archivists Pre-Conference Workshop Webinar.

Wen-Paloutzian, R. (2020, August). Rhetorical arts: Incorporating special collections into first-year curriculum [Conference presentation]. California Rare Book School Course: Better Teaching with Rare Materials.

Donaldson, K. (2016, March).  Forming New Research Strategies:
Using Active Learning to Expand the Freshman Research Toolkit  [Conference presentation]. CARL Conference, Costa Mesa, CA. 

Archambault, S.G. (2015). Measure for measure: Using collaborative assessment to build stronger information literacy skills [Conference presentation].11th Northumbria Conference.

McLean, L., & Acosta, E.S. (2015, April). When active learning goes flat: Using gamification to motivate student learners [Conference presentation]. California Conference on Library Instruction, Sonoma, CA. 

Donaldson, K., & Acosta, E.S. (2015, March). (Form)ative assessment: Using Google forms to evaluate active learning. Presentation at the Lifelong Information Literacy Meeting, Woodland Hills, CA. 

McLean, L., & Acosta, E.S. (2014, October). Taking active learning to the next level: Increasing student engagement by blending face-to-face instruction and digital learning objects [Conference presentation]. European Conference on Information Literacy, Dubrovnik, Croatia.